Skip to main content

ICT Fluency and High Schools A Workshop Summary (2006) / Chapter Skim
Currently Skimming:

Appendix A ICT Fluency: Content and Context--Karen Pittman
Pages 69-72

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 69...
... And many people would argue that mastery of many of the intellectual capabilities is neither dependent on having ICT skills nor in the sole domain of ICT fluency. The specific skills, concepts, and capabilities listed differ in scope and importance, and the underlying assumptions about how students develop skills, concepts, and capabilities are also different.
Read the entire page →
From page 70...
... We must figure out how to integrate the application of technology skills plus the development of new skills into engaging learning contexts in which the development of the underlying concepts and intellectual capabilities are embedded learning goals. People learn these skills and concepts through project-based, applied learning opportunities, as discussed in Being Fluent (National Research Council, 1999)
Read the entire page →
From page 71...
... In San Diego, students in afterschool multimedia arts and civic engagement program work on new media journalism, digital photography, and graphic design projects while acquiring basic journalism skills. In Santa Cruz, middle school girls spend time at their local Boys and Girls Club during the summer creating computer games with interactive story narratives using Micromedia's Flash program.
Read the entire page →
From page 72...
... in It Takes a City helps articulate this goal, by recognizing that "the traditional boundaries between the public school system's responsibilities and those of other community agencies are themselves a part of the educational problem." REFERENCES America's Promise.
Read the entire page →

Key Terms

  • ict fluency
  • learning opportunities
  • applied learning
  • technology skills
  • school day

  • youth programs
  • specific skills
  • technology becoming
  • learning happens
  • century context

  • voices study
  • century content
  • narratives using
  • interactive story
  • sole domain

  • girls spend
  • program work
  • bring prior
  • broad goal
  • school buildings

  • computer games
  • study research
  • adolescents spend
  • leave school
  • consistently report

  • capabilities listed
  • fluency framework
  • summer creating
  • journalism skills
  • students develop


    • This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
    More information on Chapter Skim is available.